Planning Instruction and Designing Learning Experiences for All Students. 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction.
4.2 Establishing and articulating goals for student learning.
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning.
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students.
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
Planning Instruction and Designing Learning Experiences for All Students. Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
Planning Instruction and Designing Learning Experiences for All Students. Teachers use knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction. They establish and articulate goals for student learning. They develop and sequence long-term and short-term instructional plans to support student learning. Teachers plan instruction that incorporates appropriate strategies to meet the diverse learning needs of all students. They modify and adapt instructional plans to meet the assessed learning needs of all students.
Planning Instruction and Designing Learning Experiences for All Students. Drawing on and valuing students’ backgrounds, interests, and developmental learning needs.
Planning Instruction and Designing Learning Experiences for All Students. Plans lessons using available curriculum and resources. Plans lessons using expanded understanding of curriculum, related materials and resources, and assessments. Plans differentiated instruction using a variety of adjustments and adaptations in lessons. Plans lessons using a broad range of strategies to differentiate instruction as informed by multiple assessments. Plans instruction flexibly utilizing a repertoire of instructional practices to differentiate instruction as informed by ongoing assessments.
Planning Instruction and Designing Learning Experiences for All Students. Directly relates instruction to established objectives.
Planning Instruction and Designing Learning Experiences for All Students. Drawing on and valuing students’ backgrounds, interests, and developmental learning needs • Establishing and articulating goals for student learning • Developing and sequencing instructional activities and materials for student learning • Designing short-term and long-term plans to xxxxxx student learning • Modifying instructional plans to adjust for student needs 🗖Unsatisfactory 🗖 Standard Weak/ Needs Improvement 🗖Satisfactory Comments:
Planning Instruction and Designing Learning Experiences for All Students. Key Elements for Standard Four:
Planning Instruction and Designing Learning Experiences for All Students. Key Elements for Standard Four: 4-1 Drawing on and valuing students’ backgrounds, interests, and developmental learning needs 4-2 Establishing and articulating goals for student learning 4-3 Developing and sequencing instructional activities and materials for student learning 4-4 Designing short-term and long-term objectives and benchmarks to xxxxxx student learning 4-5 Modifying instruction to adjust for student needs Comment:
Planning Instruction and Designing Learning Experiences for All Students. Teachers plan instruction that draws on and values students’ backgrounds, prior knowledge, and interest. Teachers establish challenging learning goals for all students based on student experience, language, development, and home and school expectations. Teachers sequence curriculum and design long-term and short-range plans that incorporate subject matter knowledge, reflect grade-level curriculum expectations, and include a repertoire of instructional strategies. Teachers use instructional activities that promote learning goals and connect with student experiences and interest. Teachers modify and adjust instructional plans according to student engagement and achievement. Teachers establish and clearly communicate learning goals for all students. Teachers collect information about student performance from a variety of sources. Teachers involve all students in assessing their own learning. Teachers use information from a variety of ongoing assessments to plan and adjust learning opportunities that promote academic achievement and personal growth for all students. Teachers exchange information about students learning with students, families, and support personnel in ways that improve understanding and encourage further academic progress. Teachers reflect on their teaching practice and actively engage in planning their professional development. Teachers establish professional learning goals, pursue opportunities to develop professional knowledge and skill, and participate in the extended professional community. Teachers learn about and work with local communities to improve their professional practice. Teachers communicate effectively with families and involve them in student learning and the school community. Teachers contribute to school activities, promote school goals and improve professional practice by working collegially with all school staff. Teachers balance professional responsibilities and maintain motivation and commitment to all students The District’s Certificated Appraisal Instrument which follows in this Addendum is based on these California Standards for the Teaching Profession. The District’s Certificated Appraisal Instrument which follows in this Addendum is based on these California Standards for the Teaching Profession. NAME SCHOOL SCHOOL YEAR: ASSIGNMENT TEMPORARY [ ] PROBATIONARY [ ] PERMANENT [ ] RECOMMENDED FOR PERMANENT STATUS YES [ ] NO [ ] Please write in the rating (MS = Meets Standard: professionally competent, doing a good job; ...
